“Capturing the Imagination of Young Minds”
Personal development in our school refers to:
These two strands accommodate the development of children's health and safety as well as relationships with others, society and the wider world. Through their studies, children experience activities that develop their Character, help them understand the British Values and what Equality means in today's society.
Personal development lies at the heart and soul of our school, reflecting the ethos and priorities of a learning and caring community. Our BOLD Curriculum includes a broad and balanced education incorporating personal development alongside academic achievement. It is reflected in the behaviours of individuals, in their interactions and also in the provision of teaching, resources and learning environments.
Helping parents to understand the meaning of ‘British values’
Within the information on The BOLD Curriculum and Character Education, you will have read a statement regarding ‘British values’, and how it is embedded into our C.L.I.M.B and Adventure Learning.
All maintained schools must meet the requirements set out in section 78 of the Education Act 2002 and promote the spiritual, moral, social and cultural (SMSC) development of their pupils. In 2011, the ‘Prevent Strategy’, highlighted the importance of schools actively promoting British Values. They are identified as: democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.
These values are not exclusively or uniquely British, but they represent key aspirations and principles for our own communities and country. It is important that pupils recognise these are expectations for a democratic and inclusive country where there is no place for prejudice and intolerance.
The Prevent strategy 2011: https://www.gov.uk/government/publications/prevent-strategy-2011
Actively promoting the values means challenging opinions or behaviours in school that are contrary to fundamental British values. Attempts to promote systems that undermine fundamental British values would be completely at odds with schools’ duty to provide SMSC. The Teachers’ Standards expect teachers to uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school. This includes not undermining fundamental British values.
Through our provision of SMSC within C.L.I.M.B Learning and Adventure Learning, we:
The list below describes the understanding and knowledge expected of pupils as a result of our school promoting fundamental British values.
Pupils know their thoughts, opinions and beliefs are valued by both adults and their peers. They appreciate the respectful way they are listened to and the way they listen to each other. This results in children who are able to successfully manage their behaviour and can increasingly sort out friendship problems for themselves. Children are given the opportunity to explain themselves wherever possible in both social and behavioural situations. They understand the importance of turn taking and respecting the views of others to work and play cooperatively. Such strategies and beliefs help our children to have more self-belief and become confident, articulate members of society when they leave school.
Pupils explain how to keep safe and know how to behave in a socially acceptable and harmonious manner, both in school, within the local community, and when taking part in educational visits and residentials.
Children are aware of how to stay safe while using the internet and have strategies to use if they are unsure of what they find.
Through Poppleton Pride, children regularly show that they live up to the vision, values and expectations of our school. This is reflected in the fact exclusions are low, attendance is high, school uniform is worn regularly and pupils demonstrate excellent learning behaviours.
Pupils are consulted on aspects of school life, are entrusted with responsibility and are allowed to lead their learning and actions wherever possible. The growing emphasis across the school on enquiry, reasoning and individual choice, allows children to develop unique and individual thought process without the need for teacher’s constant guidance.
Children understand why being welcoming and holding everyone in equal regard is important and are able to articulate how they can ensure that everyone feels safe and cared for when in school. Children are curious when learning about other faiths and the wider world and ask thought provoking questions.
“Capturing the Imagination of Young Minds”